Professional Growth Plan – Part 1

1a. What data are you using to guide the development of your professional learning goal (e.g.
reflections on teaching, teaching observations, mid-program evaluations, student feedback)?

I am going to use my teaching observations from Dr. Ankeny and Dr. Oslick. Analyzing these observation
forms will allow me to reflect on my teaching practices. Knowing my pros and cons as a student intern will
help me to adjust needed for success in my future teaching practices. The observation forms provided
structure for me to analyze while also highlighting areas for growth.

AW_Teaching+Reading+Informal+Observation+Tool_2022.docx Oslick

Ankeny-

Creating an environment of respect and rapport- 3 effective Comments- “Teacher candidate consistently
demonstrated politeness, warmth and sensitivity. Offered praise and positive feedback Feedback: well done!
Continue to develop behavior management and pacing expectations”

Communicating with students- 2 points Comments- “Teacher candidate communicated expectations, and
reduced student miscommunication. Feedback: Communicate the instructional purpose clearly at the beginning
of the lesson and again throughout”

Using questioning and discussion techniques- 2 points Comments- “Engaged 3 ELLs in a discussion about what
they previewed. TC asked questions about what students saw, what they noticed and what they predict. During
reading: questioned student to identify the characters, asked student to say his prediction in relation to the
characters. Again after reading a paragraph TC questioned about the setting. Feedback: Excellent job frequently
questioning and discussing content with the group throughout the lesson. Multiple comprehension checks were
observed. For future lessons, consider how to model writing through sentence frames, by allowing individuals to
write in a collective document or label texts”

Engaging students in learning- 3 points Comments- “Teacher candidate appropriately grouped ELLs
homogeneously. TC used ESOL strategies (visuals, labeling and 3 ELLs rotated while TC completed a fluency
count with an individual student. Meanwhile, the other completed the previewing activity. TC instructed that they
two look over the text features and visuals to determine the tone. ELLs were observed to be engaged throughout
the lesson. One-on-one fluency assessment and oral summarizing allowed students to think about their thinking
(meta-cognitive strategy) Choral reading for one paragraph. TC read another passage out loud for the group.
Feedback: Allow students to write in the shared graphic organizer (nicely created by TC). Communicate pacing
expectations for students to keep them on task.”

Using assessment in instruction- 3 points Comments- “WIDA scores were observed on the lesson plan. TC
monitored throughout the lesson, asked probing questions, informally checked comprehension, and formally
assessed fluency through a fluency check at the start of the lesson. At times, TC provided constructive feedback,
and incorporated student-led resource sharing. Feedback: Provide a variety of questions that are either targeted,
differentiated or tiered based on the standards, goals, and teaching expectations.”
 1b. What do the data tell you? Describe your areas of strengths and weaknesses based on the data
collected above.

The data is telling me that I have more strengths than weaknesses. That makes me feel like I am going on
the right track. I am feeling confident in my ability to make connections with students while still having
the respect and discipline needed for the students to work effectively.

Strengths Weaknesses
Creating an environment of respect and rapport In both observations Oslick and Ankeny mention
for optimal student engagement and learning. pushing the students to write. I think when I
planned these lessons for lower-level students I
thought of writing as being to challenging so I
didn’t think to incorporate it in my lessons.
Using the data and prior learning experiences to Time management.
make new and meaningful connections to new
content for students to take ownership of the
learning.
Lots of questioning and discussion techniques to
promote higher thinking.

2. Using the information from question 1, what is your focus area (write both the Danielson domain and the
component that you have identified as having the greatest potential for increasing student learning below)?
Remember to choose from Domains 2 and 3.

Domain: 3 Instruction

Component: 3a Communication with students- use of oral and written language

3. What goal will enable you to strengthen your practice (write your goal statement using the Danielson
Framework language)?

In my future lessons my goal will to be to incorporate students usage of written language in order to develop
ideas and organize thoughts.

4. Describe what will you do to build professional background knowledge related to the domain and
component that you have selected in order for you to achieve your goal (e.g. what articles/books will you
read, what Internet resources will you use, what workshops will you attend, will you interview or observe
teachers)? Describe four specific professional development activities.

1. Workshops on writing pedagogy- Workshops like this can include strategies for scaffolding writing
assignments, providing constructive feedback, and how to incorporate writing across various subject areas.
Workshops could be a helpful, safe, and constructive place for teachers to practice the strategies while
receiving feedback.
2. Something that could be incredibly useful for me would be technology integration sessions. Training on
intergrading technology tools that enhance writing skills could help me feel more comfortable and confident
implementing them. This might involve platforms for collaborative writing, digital storytelling, or online
opportunities for peer review. Equipping myself with the skills to leverage technology effectively, ensuring
that writing activities align with educational goals and students technology literacy.

3. Writing Across the Curriculum: What, How and Why - We Are Teachers This article gives the why we should
incorporate writing across all subject areas along with suggestions on how to incorporate strategies to increase
writing.

4. A free and easy way for me to do better with pushing my students to write is asking my principle at my school
what teacher does a good job at incorporating writing into all subject areas and having a sit down with that teacher
and observing them in order to learn some new strategies and get some helpful tips that I can take an implement
into my own classroom.

5. I will utilize and read the book “Teach Like a Champion 3.0”

5. What activities/actions will you implement to help attain your goal (e.g. administer a student interest
inventory, develop lessons that include multiple project options for students, include the use of formative
assessments during instruction, video tape and critique one’s practice, establish procedures for the
distribution and collection of materials and supplies)? How will these help you attain your goal?
Describe three specific activities based on current professional background knowledge related to your
goal (this section will be updated during student teaching as you continue to build your professional
background knowledge described in question 4).

1. My first activity to help me reach my goal for including writing across the curriculum would be to
lesson plan a day where I include writing in all subject areas.
2. Another way to reach my goal for expanding writing across the curriculum would be to have
formative assessments at the end of lessons. I could have exit ticket that incorporate writing and
measure student understanding of the content.
3. Finally, I could invite my principal or someone from professional development and have them
observe me. Then at the end of the day we can discuss what strategies or techniques seemed to work
for my delivery and for the students.

6. How will you collaborate with other professionals to meet your goal?

I will continue to receive feedback from my professors and my CT next semester moving forward into
my senior internship. My future employer and peers in the district will be constantly evaluating and
giving me feedback to make my teaching the best it can be. Sharing resources, ideas, and strategies can
collectively help me enhance my delivery of writing instruction. Lastly attending workshops or
conferences to network with other educators who share similar goals can help me build a community and
deepen my toolbox.

7. What evidence/artifacts will you collect to demonstrate that your goal is being met? List three
specific evidence/artifacts you will collect.

1. Lesson plans to self-reflect on and see if I teach what I planned.

2. Videos of myself to reflect on and see my growth over time and see what strategies and techniques are working for me and for the
students.
3. Observations including the Danielson framework can help me see my strengths and weaknesses. This will allow me to identify areas I
need to work on and areas I can really push myself for best practices.